Science teachers’ conceptions of nature of science: The case of Bangladesh

An understanding of nature of science (NOS) is considered as a key element of scientific literacy (American Association for the Advancement of Science [AAAS], 1993; Bybee, 1997; Miller, 1983; Organisation for Economic Co-operation and Development [OECD], 2006; Osborne, 2007), which is advocated worldwide as a goal of school science education (AAAS, 1993; De Vos & Reiding, 1999; Goodrum, Hackling, & Rennie, 2001; Millar & Osborne, 1998; National Research Council [NRC], 1996). Moreover, an understanding of NOS is considered important in enhancing students’ understanding of science, successful learning of science content, and participating in socio-scientific decision making (Driver, Leach, Millar, & Scott, 1996; McComas, Clough, & Almazroa, 1998). Science curricula worldwide, therefore aims to help learners attain an adequate understanding of NOS. In line with this global trend, junior secondary science curriculum in Bangladesh includes a goal to help learners develop an understanding of NOS (National Curriculum and Textbook Board [NCTB], 1995).

One of the most important factors to improve students’ learning is the teacher (Goodrum, et al., 2001) and the importance of this cannot be overestimate; therefore, teachers may have a vital role in helping their students’ understanding of NOS. In conjunction with some other factors (Lederman, 1992), teachers should have an informed understanding of the NOS to be able to teach their students NOS concepts (Abd-El-Khalick & Lederman, 2000b). However, past research in different educational contexts has revealed that science teachers often do not possess informed concepts about NOS (Buaraphan & Sung-Ong, 2009; Lederman, 1992; McComas, et al., 1998). This research aims to explore Bangladeshi science teachers’ conceptions of NOS.

To the best of our knowledge, there is a dearth of research exploring science teachers’ conceptions of NOS in developing South-Asian countries. However there is no research that has explored Bangladeshi science teachers’ conceptions of NOS; this is the first such initiative. This research, therefore, may make a significant contribution to the current understanding of the issue in the context of South-Asian developing countries, particularly in Bangladesh.

Further, scientific activity is not the pursuit of a predetermined end. Neither are the traditions of science teaching fixed and finished; they guide scientific research and teaching, and at the same time they are being extended and enlarged wherever they are practised. Within this research we sought to explore the reality of science teaching in Bangladesh.